EFL STUDENTS’ PERCEPTIONS OF SCAFFOLDING ACTIVITIES IN

LEARNING LISTENING SKILLS AT LONG HAI-PHUOC TINH HIGH

SCHOOL
 CONTENTS
CHAPTER 1: INTRODUCTION....................................................................................................................4
1.1. Background to the study..............................................................................................................4
1.2. Statement of problems................................................................................................................6
1.3. Aims and objectives of the study.................................................................................................8
1.4. Research questions:.....................................................................................................................9
1.5. Scope of the study.......................................................................................................................9
1.6. Significance of the study:.............................................................................................................9
1.7. Definition of the study...............................................................................................................10
1.8. Organization of the study..........................................................................................................10
CHAPTER 2: LITERATURE REVIEW..........................................................................................................12
2.1. Scaffolding in teaching and learning..........................................................................................12
2.1.1. Definition...........................................................................................................................12
2.1.2. Scaffolding mechanisms.....................................................................................................14
2.1.3. Scaffolding modalities........................................................................................................15
2.1.4. Basic segments of scaffolding instruction..........................................................................16
2.1.5. Application of Scaffolding Instruction in the Teaching of English Listening.......................17
2.2. Role of Scaffolding toward EFL listening skills............................................................................22
2.2.1. Scaffolding as task-enabling support within the zone of proximal development...............22
2.2.2. Scaffolding as language-mediated co-regulation...............................................................24
2.3. Effectiveness of Scaffolding in education...................................................................................25
2.4. Previous Studies.........................................................................................................................28
2.5. Conceptual framework..............................................................................................................31
2.6. Summary....................................................................................................................................32
CHAPTER 3: RESEARCH METHODOLOGY...............................................................................................33
3.1. Research design.........................................................................................................................33
3.2. Research site..............................................................................................................................33
3.3. Sample and sampling procedures..............................................................................................34
3.4. Research instruments................................................................................................................35
3.4.1 Questionnaire..........................................................................................................................36
3.5. Data collection procedures........................................................................................................39
3.6. Data analysis procedures...........................................................................................................40
 3.7. Reliability and Validity...............................................................................................................41
REFERENCE................................................................................................................................................46
 CHAPTER 1: INTRODUCTION

1.1. Background to the study

In the modern society, foreign languages are an effective means to enter the world
fastest. Especially English is the common language, the language used for international
communication. It is likened to a passport, a bridge to create stable merit jobs with a
higher salary. 

In Vietnam, English is currently a compulsory subject at all levels of education,

from elementary to college and university. The popular public school system's English
teaching styles include book-centered, teacher-centered, and grammar-translation
approaches (Liu and Littlewood, 1997). Listening to the instruction, repeating the
teacher, and finally following the linguistic models given by the teacher constitutes
pedagogy in Vietnamese English language classes (Hiep, 2000). Consequently, in the
English listening lesson, it is typical for students to listen to the recorded audio and then
respond to the questions. The teachers then double-check the responses. Although this
approach stresses the result of listening (Siegel, 2014), it inhibits students from acquiring
other English listening skills. This adds to the fact that many Vietnamese students, after
years of training, are unable to communicate effectively in English (Mai& Iwashita,
2012). Listening is the most essential of the four language skills for Vietnamese students
to develop (Nguyen, 2007).

Goh (2000) discovered ten real-time comprehension problems in English as

foreign language (EFL) listeners during an investigation of their listening problems.
These problems included rapidly forgetting what was heard, failing to recognize words
they already knew, and an incapacity to create a mental image from the heard speech. She
claimed that learners could overcome stated listening difficulties by implementing
cognitive, metacognitive, and social/effective methods. 

In recent years, both psychologists and educators have used the word scaffolding
to describe how instructors provide essential and active support to students throughout
the learning process. According to Mercer (1995), a teacher's scaffolded participation
supports the student in engaging in specific tasks that they cannot manage themselves.
Scaffolding seems to need (1) instructor involvement in the learning process, (2) a willing
learner, and (3) an unsuitable learning task that consists of specific teacher support to get
the assignment done (Mercer, 1995). Bruner (1985) claims that scaffolding refers to steps
that the teacher used to measure the flexibility level in doing particular tasks so that he
can guide the learner to focuses on each level of the problematic skills while he or she is
acquiring the language. Therefore, in scaffolded learning activities, students need the
teacher's cognitive and strategic help, which, according to Mercer (1995), provides
support and assistance that is more or less with regard to the learner's absorbing ability.
This requires a knowledge of understanding the students' needs, challenges, and level of
specific skills that the students are in. As a consequence, the instructor may determine the
amount of scaffolding required. A successful scaffolded activity can engage students'
self-learning ability. This requires the teacher to research thorough the essentials of the
technique. One crucial rule of thumb is the teachers' responsibility to establish students'
motivation to practice their autonomy learning and lead them toward comprehension.
This is achieved through establishing a balance of challenge and encouragement while
applying the scaffolded method. (Roehler&Canlton, 1997).

Scaffolding is based on the concept of providing additional assistance to students

as they learn new skills. As students demonstrate better growth, the instructor gradually
decreases their support and assistance. Thus, the learning credit will transfer from the
instructor to the student. Vygotsky's (1978) thesis built the concept of scaffolding that the
children can achieve any complex tasks that they cannot manage themselves by the
adults' support and guide. Vygotsky's line of research has been pursued by several
academics who have investigated the scaffolding teaching methods in teaching and
learning a language (Mercer, 1995). Notwithstanding, the scope of scaffolding has been
broadened recently as including a number of ways that the teachers guide their students,
varying from recommendations, feedback, or sample work done by instructors. Branfords
and colleagues (1999) think that instructors, peers, or computers may provide scaffolding
and that it can include tutoring, a performance system, and online help. Scaffolding, for
example, may also be integrated into the information or input by providing visual
supports.

At Long Hai-Phuoc Tinh High school, English listening teaching and learning are
not effective. The school used English textbooks as the primary materials to teach
listening skills. These kinds of materials are not attractive, efficient, and practical enough.
Students seem to lack focus while listening as they cannot catch up with the speed and
the speech's content. On the other hand, some teachers see the problems and study to
implement new English listening teaching methodology such as scaffolding. But the
problems of students' worse listening comprehension skills do still not improve much. 

1.2. Statement of problems

In language learning and acquisition, listening is seen as a critical ability. It is

complicated and dynamic skills that offer interactive instruction and more
knowledgeable, methodical, and intentional assistance for language learners.

Many academics and course designers have found that teaching listening
comprehension abilities have piqued their interest. They start to investigate the English
textbook materials for listening skills and found that some insights of teaching English
listening skills are neglected in new English school textbooks for 10th Vietnamese
students. Some listening exercises are included in the textbooks. However, listening
practicing materials in the English textbooks are treated unequally; they are not
participatory, and the teacher's assistance is unclear.

The listening teaching method provided in the textbook is examined further due to
the complexity of listening skills and the challenges that novices of English language
acquisition have while listening to the language. It is argued that providing some listening
exercises and giving a recorded speech to practice are good methods, but they are not
adequate, as shown by the research on listening comprehension. These techniques are not
the same as training listening comprehension. According to Arnold's (2005) thesis, only
requiring students to listen to the recording and answer a few related questions is
inadequate and makes learning English listening boring as well as restricts the
development of listening ability. She states that foreign language learners may suffer
from insufficient listening practice. Many students are scared of English listening and get
discouraged when they listen to a speech and realize they do not comprehend much of it.
In light of these considerations, in the first level of EFL language learning,
simultaneously listening and comprehending spoken language is challenging.

Furthermore, one of the obstacles that students have to overcome when practicing
listening skills is time. The fact that students have to spend time studying various subjects
at school spontaneously affects their attitudes towards implementing listening practice
effectively. The demands to study all the subjects well at school from their parents also
prevent students from concentrating on their listening skills effectively.

Long Hai – Phuoc Tinh High School is located in a small town in Ba Ria – Vung
Tau Province. As this location is a rural area in Vietnam, local students do not have much
exposure to English. In particular, the school's 10th graders have a much worse English
background than their local middle school students. Students in grade 10 have little
exposure to English from a young age because they are limited by economic conditions to
equip Internet-connected devices or listening devices to be able to contact English.

In addition, students lack motivation to self-study and practice their English skills.
Many reasons lead to the loss of students' self-study motivation, one of which is not
seeing this language learning application other than applying to participate in classroom
tests. Due to limited economic conditions, students did not have many opportunities to
interact with the practical applications of English, not to listen to their favorite programs
in English, or to see the real-life application and communication of English. The second
reason can be mentioned that the learning materials to practice listening skills are meager
and monotonous. The source of materials to practice listening skills for high school
students of the Vietnamese education system mainly comes from English textbooks.
Although this book series has recently been modified, increased in length, and updated
with more realistic listening content, it has not improved much. Students do not have
many exercises or resources other than a few dialogues in the book. Thus, students feel
that the lessons or exercises are very unattractive, unmotivated students to self-practice
listening skills at home.

One of the challenges in successfully applying this approach is a lack of expertise

in teaching scaffolding in the teaching of English listening skills. Teachers must be
adequately prepared for changes in teaching techniques while using new teaching
methods. Some teachers, particularly those in their forties and fifties, may be averse to
change since it requires time and effort. Teachers must carefully lead students, adequately
explain their responsibilities, and offer assistance as needed; yet, there is currently a lack
of training for teachers to utilize scaffolding in their classrooms successfully. Because
they do not have enough time in the classroom and do not actively practice at home,
some instructors find it challenging to urge pupils to prepare for their English listening
lessons or exams properly. 

In summary, it is promised to achieve some improvement in students' English

listening comprehension skills when applying some educational and psychological
strategies referring to scaffolding as the accompany with guidance and assistance that the
teacher will provide to students of 10th grade at Long Hai – Phuoc Tinh High School.
This guidance is essential because of the difficulties EFL beginners face when entering
the real English listening context, the complicated listening skills, and the shortage of
materials for practicing listening comprehension in high school English textbooks.
Furthermore, the research also investigates the students' perception of how effective the
scaffolding teaching strategies they are taught to get the picture of the issue. 

1.3. Aims and objectives of the study

This study's goal is to explore the EFL students' perceptions of scaffolding

activities in learning listening skills at Long Hai-Phuoc Tinh High school. The research
objectives are as follows:
  To find out the EFL students' perceptions of the roles of scaffolding
activities in learning listening skills at Long Hai-Phuoc Tinh High school.

 To examine the EFL students' perceptions of the effectiveness of

scaffolding activities on EFL students' listening skills.

1.4. Research questions:

In order to attain the aforementioned objectives, the following research questions

must be answered:

1. What are EFL students' perceptions of the roles of the scaffolding learning
activities in learning listening skills at Long Hai-Phuoc Tinh High school?

2. What are EFL students' perceptions of the effectiveness of the scaffolding

learning activities in learning listening skills at Long Hai-Phuoc Tinh High
school?

1.5. Scope of the study

This study was conducted at Long Hai – Phuoc Tinh High School in Long Hai
Town in Ba Ria – Vung Tau Province. Although teachers at Long Hai - Phuoc Tinh High
School have applied scaffolding to teaching English listening skills recently, its
effectiveness has not been verified. Since then, the author has conducted this study to
examine the views of 10th grade students at Long Hai - Phuoc Tinh High School on the
role and effectiveness of scaffolding in teaching English listening skills. The mixed-
methods approach (quantitative and qualitative) was used to get the findings. To gather
data, the author utilized two tools: a questionnaire and a semi-structured interview, both
of which were used with students in grade 10 at Long Hai - Phuoc Tinh High School.

1.6. Significance of the study:

Research in the field of teaching methods for EFL students is enormous. One EFL
teaching approach that received significant attention from scholars is scaffolding.
According to Clark and Graves (2005), it appears that scaffolding is one of the most fully
developed in the literacy field; and it provides some application of scaffolding such as the
Scaffolded Reading Experience, Reciprocal Teaching, and Direct Explanation of
Comprehension strategies. In the Vietnam EFL teaching context, research related to
scaffolding mainly focuses on Reading and Writing abilities. As a result, this research
may contribute to the area of EFL listening comprehension skills by providing practical
scaffolded exercises that illustrate the different kinds and degrees of assistance that
English language teachers can provide. Furthermore, this is the first research to include
the viewpoint of students on how effective the teaching methods applied in the context of
a rural high school with students limited English ability.

1.7. Definition of the study

Some vocabulary must be specified for the purpose of this research in order to
provide a specific stance on the issues discussed:

- Listening skills refer to the capacity to comprehend the meaning. Listening is

the process of receiving words through the ears. It entails recognizing speech sounds and
processing them into words and sentences.

- Perception is the conscious organizing, interpretation, and experience of sensory

information.

- Scaffolding is a phrase that refers to a variety of instructional techniques that are

used to guide students toward more excellent knowledge and, ultimately, independence in
the journey of learning. The term is an accurate metaphoric to describe its function:
instructors offer students varying degrees of temporary assistance, enabling them to reach
levels of understanding and skill development that they would not otherwise achieve.
When supporting techniques, such as physical scaffolding, are no longer needed, they are
progressively phased out. The teacher gradually loses control and transfers the power of
learning to the student in their learning procedures.

1.8. Organization of the study

This research study is divided into five sections.

 Chapter 1 is an introductory section. The first chapter contains background
information, the reason for the study, the goals and objectives, the research questions, the
scope of the investigation, the importance of the study, definitions of important words,
and the arrangement of the thesis.

Chapter 2 is a literature review that presents information regarding scaffolding

strategies for improving listening abilities and their efficacy in increasing English
listening skills. This section also briefly highlights past studies conducted by both foreign
and Vietnamese scholars. Finally, in the literature review, a conceptual framework is
provided. 

Chapter 3 depicts the study's approach. The study design, the research site, the
sample and sample methods, the research equipment, the data collection process, and the
data processing procedures are all part of it.

Chapter 4 summarizes the study's conclusions, which are based on data analysis
from the questionnaire and semi-structured interview. The data is also compared and
contrasted with data from previous discussion studies.

Chapter 5 highlights the significant findings of the thesis, the study's

consequences, the research's limitations, and recommendations for further research.
 CHAPTER 2: LITERATURE REVIEW

Introduction

The primary purpose of this chapter is to provide an overview of previous research

related to scaffolding in learning English listening skills. The effectiveness and the role of
scaffolding in the education context and in the EFL learning environment are reviewed
through different researchers’ viewpoints. First of all, in the scaffolding section, the
definition of the scaffolding method, its mechanics, modalities, some basic segments of
scaffolding instruction, and application in English listening classroom are discussed.
Secondly, the role and effectiveness of scaffolding in teaching and learning English
listening skills are shed light on through various studies.

2.1. Scaffolding in teaching and learning

2.1.1. Definition

As defined by the Oxford dictionary (2004), scaffolding is a phrase used in the

construction industry to refer to poles and boards that are connected to form a modern
structure to support or alter another structure. However, this word has been widely used
in the study of sciences for centuries. This section will trace the evolution of the term
"scaffolding" in the field of learning sciences.

In 1976, the term scaffolding made its first use in educational contexts. Wood et
al. (1976) used the scaffolding metaphor from building construction to present the notion
of scaffolding in assisting children's learning in their study. According to them, children
who get scaffolding, or just-in-time support and aid with problem-solving from an adult
or expert, perform better when confronted with more complicated activities than children
who do not receive scaffolding. Since then, the concept of scaffolding has been founded
in and informed by an abundance of research in the learning sciences.

Reasonably, the term "scaffolding" is associated with Lev Vygotsky's Social

Constructivism Theory and his well-known notion of the Zone of Proximal Development
(ZPD). In the context of parental or adult assistance to children, Vygotsky (1980) defined
ZPD as the distance between the child's actual developmental level as determined by
independent problem solving and the child's potential developmental level as determined
by problem-solving under adult supervision and in collaboration with more capable peers.
In other words, the ZPD refers to a spectrum of learning tasks that children can
accomplish only with the assistance and supervision of teachers or peers; otherwise, they
are beyond children's present abilities (McLeod, 2019). Following that, academics
connected ZPD to scaffolding and proposed broadening the metaphor's use beyond adult-
child interactions to teacher-student interactions. Since then, the concept of scaffolding
has developed from personalized support offered by an adult to a kid to various
affordances available in larger learning communities such as schools, businesses, and
organizations (Puntambekar & Hubscher, 2002).

Following the initial definition of scaffolding, a number of educational scholars

later proposed scaffolds as an extra assistance to the learning process, such as tools,
guidelines, and techniques used by instructors or peers. These tools are designed to assist
pupils in reaching more significant levels of learning performance that would be
impossible for them to achieve independently. Thus, scaffolding has been defined as
crucial instructional instruction offered by teachers that aids students in their learning
(Jumaat & Tasir, 2014).

The rapid advancement of technology has resulted in the expansion of learning

forms and reach beyond conventional venues. There have been several sorts of learning
settings, learners, teachers, and situations. As a result, the concept of scaffolding has been
expanded and diversified (Jumaat & Tasir, 2014; Simons & Ertmer, 2005). With the
integration of information and communication technologies (ICT) into education,
instructional scaffolding is no longer limited to traditional face-to-face (F2F) settings but
is also used in technology-based and blended learning (McLoughlin, 2004). Recently,
several scholars claimed that the idea of scaffolding had been widely understood in
educational research. Puntambekar and Hubscher (2005) questioned the growing usage of
the scaffolding concept as a synonym for support. Rasmussen (2001), for example,
recognized scaffolding as a type of support for children and adolescents' development and
learning.

Scaffolding has been thoroughly described and critiqued by several educational

scholars since its inception in 1976. However, there is no agreement on how the term
"scaffolding" should be defined (Van de Pol et al., 2010). Though, for the purposes of
this study, Sawyer's (2005) definition of scaffolding is used: "Scaffolding is the support
provided during the learning process that is tailored to the student's needs with the intent
of assisting the student in achieving his or her learning goals" (p. 11).

2.1.2. Scaffolding mechanisms

Scaffolding mechanisms include piquing students' interest, alleviating the

frustration, providing feedback, highlighting critical task/problem elements to consider,
simulating expert processes, and questioning (Van de Pol et al., 2010). Engaging student
interest and resolving student dissatisfaction emphasize the critical importance of
scaffolding in establishing and maintaining student motivation, as well as the essential
role of student motivation in deploying and strengthening higher order abilities (Pino-
Pasternak & Whitebread, 2010). Providing feedback entails alerting pupils of their
performance's sufficiency. Indicating critical task/problem aspects to consider entails
informing pupils of the areas in which they should concentrate their efforts during their
investigations. Modeling expert processes entails demonstrating to pupils how a subject
matter expert would address a comparable challenge. Tutors urge pupils to develop
responses that will assist them in finishing the job (Pino-Pasternak & Whitebread, 2010).
Reiser (2004) identified two conflicting scaffolding mechanisms that designers should
consider: structure and problematize. Structuring is a term that relates to the function of
scaffolding in simplifying activities while yet accurately expressing them. If a job did not
need to be simplified in order for pupils to complete it, scaffolding would not have been
necessary in the first place. Scaffolding could further complicate the job by signaling to
pupils which critical ideas they should focus on. Finally, scaffolding should result in skill
acquisition, which is only achievable through problematization (Reiser, 2004).
 2.1.3. Scaffolding modalities

Belland (2014) categoried scaffolding into three main modalities: One-to-One

Scaffolding, Peers Scaffolding, and Computer/Paper-based scaffolding.

One-to-one Scaffolding

One-to-one scaffolding is often regarded as the optimal scaffolding modality

because it is optimally suited to individual student requirements via instructional and
temporal contingencies. Scaffolding on a one-to-one basis refers to a teacher's contingent
assistance of students inside ZPDs. Such scaffolding is contingent upon the teacher's
capacity to diagnose student competence continuously (Van de Pol et al., 2010; Wood,
2003). Scaffolding on a one-to-one basis frequently incorporates all of the following
mechanisms: pique student interest, manage frustration, provide feedback, indicate
critical task/problem aspects to examine, model expert methods, and questioning. When
one-to-one scaffolding is used, fading has been recommended to promote responsibility
transfer for the scaffolded work (Van de Pol et al., 2010).

Peers Scaffolding

Scaffolding was originally defined as requiring assistance from a more capable

individual (Wood et al., 1976). Other writers pushed the notion that peers may also give
this type of assistance (Gillies, 2008; Pata, Lehtinen, & Sarapuu, 2006). Peer scaffolding
may be a cost-effective approach to give scaffolding to all students in a classroom of 30
students. Occasionally, pupils with varying skills can assist one another in progressing to
higher level thinking. For instance, in the study of Angelova et al. (2006), primary and
secondary students with superior English-speaking abilities can assist English as a New
Language students in developing their English-speaking abilities through a process of
questioning and correcting English production. However, students cannot provide good
peer scaffolding on their own. When students are comparable in ability, they frequently
lack the expertise that other students might benefit from during a scaffolding encounter
(King, 1998). Similarly, if all students possess the same level of understanding of the
unit's subject, they will not be capable of evaluating one another's work critically (King,
1998; Mercer, et al., 2004). To achieve success, peer scaffolding requires students to be
equipped with a framework to guide them with their scaffolding helping.

Computer/Paper-based Scaffolding

Scaffolds based on computers or paper can be defined as computer-or paper-based

tools that provide scaffold services. They will be referred to as computer-based scaffolds
for simplicity's sake. Computer-based scaffolding arose as a response to the issue that in
normal K-12 classes, teachers cannot be expected to offer enough one-on-one scaffolding
to all pupils. Computer-based scaffolding may be designed to study the variables that
contribute to the difficulty of learning a topic, and it can be used in conjunction with one-
to-one scaffolding (Saye & Brush, 2002). While computer-based scaffolding may
scaffold a classroom of students during inquiry-based education, the instructor should
also wander the classroom to give dynamic one-to-one scaffolding. Without teacher-
provided one-on-one scaffolding, computer-based scaffolding is useless (McNeill &
Krajcik, 2009).

In this research, the three modalities are investigated together. This combination is
suitable as the practical situation in Long Hai – Phuoc Tinh High School, students both
guided by teachers, their peers, and references from other sources such as books and
computers for their English learning activities. Thus, by investigating the three
modalities, the researcher can get a big picture of how popularity and effectiveness of
each scaffolding modality is.

2.1.4. Basic segments of scaffolding instruction

Scaffolding instruction places a premium on the "zone of proximal development"

(ZPD) as the space-time in which teachers intervene; it thus refers to teaching and
learning inside the ZPD. In learning, students attempt to walk through the ZPD with the
assistance of a type of scaffold; in teaching, teachers supply the scaffold in the zone and
assist students in leaping over it. Given the cultural context of stressing the student as the
center, scaffolding teaching focuses not just on the role of instructors in students' growth
but also on students' active self-construction. Scaffolding teaching emphasizes the need
for instructors to provide a scaffold that sensitive, dynamic, adaptive to children's
temporary capacity, and gradually removed as children's ability grows. Scaffolding
instruction is divided into several basic segments: establishment of scaffold-to design-
related listening activities around each theme; entry into the situation-to guide students to
a specific problem situation; independent exploration-to encourage students to think
independently and actively explore to the extent possible; cooperative study-to consult
and discuss in groups; evaluation of The evaluation criteria include autonomous learning
capacity, contributions to the cooperative group study, and whether or not the
knowledge's meaning building is complete. Following a stage of scaffolding instruction,
the evaluation of learning impacts includes an examination of students' accomplishments,
self-assessment, and the new teaching paradigm.

English classroom instruction should also be a process of language communication

practice, as the teacher is the provider of knowledge and information and the instructor
and cooperator for students' language communicative practice, and thus should make
every effort to provide opportunities for language practice. In this way, the
implementation of "scaffolding instruction" in English classroom instruction results in
not only an enhancement of instructional techniques but also a change of instructional
concepts. It necessitates that the language teaching process is student-centered; the
student is the master of his or her studies and plays a central role in instructional
activities. Students should develop a variety of skills and practical talents through
educational activities.

2.1.5. Application of Scaffolding Instruction in the Teaching of English

Listening

Scaffolding instruction is used to enable students to study actively and according

to their own learning styles. This is accomplished primarily through teacher-student
interaction, opportunities for students to communicate in their alternate roles, and a
flexible teaching process of extending and expanding students' cognitive level provided
by the teacher in the ZPD (Demetriadis et al., 2008). Throughout the scaffolding
instruction process, teachers and students collaborate to solve the same problems; the
teacher instructs with extensive experience and grasps the possible directions of students'
activities, but does not control or restrict them; he should support and assist students'
learning by constructing scaffolds in the manner of "guiding in front and supporting
behind." The scaffold aids students in considering, associating, and recalling, therefore
enhancing their cognitive level. In the second level of the ZPD (students' potential level
at which they require aid from others to complete learning activities), the instructor offers
pupils with an instructional scaffold to support them in transitioning to the first level of
cognitive performance (the level in which students are able to complete learning tasks
alone) (McLeod, 2019). The instructor comprehends pupils and gives required and
appropriate help via successful social interaction activities, which are themselves
interactive (Reiser and Tabak, 2014).

The three stages of English listening instruction are as follows: pre-listening,

during-listening, and post-listening. Preparation is the first phase; implementation is the
second; consolidation and assessment are the third. These three phases are mutually
reinforcing and influencing. While-listening is important to the process, as pre-listening
establishes necessary circumstances, and post-listening is the objective of the first two
phases and the internalized concrete technique (Rivers, 2018). The practical use of
scaffolding instruction at various phases of the listening process is described below:

Pre-listening stage

Pre-listening activities might be classified as "preparation activities" or

"instructional activities." The goal of "preparation exercises" is to stimulate prior
knowledge by using new terms and headings, inspiring questions, and background
information. The instructor should decide ahead of time which listening objectives are
appropriate for the material. The goal of "instructional activities" is to ensure that
students understand what they will be doing when they determine their own listening
objectives (Rivers, 2018). In particular, the instructor should thoroughly prepare
teachings before class. Teachers should be well acquainted with the issues to be answered
in each class based on a comprehensive grasp of textbooks, thoroughly investigate the
complicated and critical areas, and make such extensive arrangements in case to pause
the tape when needed. Teachers should completely excite students' passion, encourage
their interest in learning about the targeted passages, and explain the new and keywords
in the listening passages' material to eliminate barriers to listening comprehension
(Rivers, 2018). Additionally, they can construct some quick warm-up activities around
the listening content, such as asking students to anticipate the hearing materials that will
be included in the questions or to give their own perspectives on the listening subjects.

While-listening activities

In the second stage of listening class, listening exercises should be intended to

assist students to develop the habit of actively participating in listening comprehension,
rather than just allowing them to complete the listening materials passively. While
listening, instructors should connect while-listening activities to pre-listening tasks to
maintain coherence, and teachers should urge students to practice more to improve their
reaction to English (Rivers, 2018). Students should be concerned with learning materials
and respond actively to them during listening practice, such as taking notes or writing
down some facts. Teachers must organize and select listening exercises appropriate for
both the listening content and the student's current level.

One exercise serves a single purpose: students may practice a specific skill while
making full use of the listening material (Emerick, 2019). As time passes, activities that
aid in the development of various abilities must be incorporated into education. Picture
and verbal prompts are two critical information resources for students throughout the
listening time, and rich information in the form of images, charts, diagrams, and maps
can assist students in forecasting upcoming hearing contents and giving more listening
information (Abobaker, 2017). Verbal prompts are beneficial for children who are just
beginning to practice English listening, as they are more likely to hear "sounds" or noises
than significant information at this point. Verbal prompts offer students references and
context while listening, assisting them in comprehending the listening contents (Chang,
2006). We should keep the following points in mind when engaging in listening
activities:

(1) To assist students in identifying key terms, concepts, key phrases, and the
theme sentence.

In general, keywords relate to terms that primarily describe the premises,

surroundings, and occupational characteristics (Abobaker, 2017). Occasionally, they
relate to negative adverbs, verbs, adjectives, pronouns, adversative conjunctions,
conjunctions, and specific phrases, such as nothing in the least, barely, could not agree
more, and so on. Generally, attention should be paid to the six Ws: how, who, when,
what, why, and where. In most cases, a key sentence in speech refers to a theme sentence
or the sentence that contains critical information (Emerick, 2019). In general, the topic
phrase comes first, which is quite beneficial for comprehending the discourse's primary
material.

(2) To place a premium on vocal training.

Possessing a solid understanding of phonetics is necessary for the increasing grasp

of what is being spoken. Correct pronunciation can aid in the differentiation of meaning,
whereas incorrect pronunciation confuses (Grossman and Thompson, 2008). Whether
pupils' pronunciation is standard or not is closely related to the influence of listening,
sound discrimination, and word dictation. Teachers can arrange for pupils to practice
common pronunciation issues or record students' self-introductions and then listen to the
recordings, pointing out their errors (Chang, 2006). Meanwhile, teachers should educate
students to pay attention to oral English pronunciation characteristics such as sound
linking, reduced forms, contractions, and comparable sounds and familiarize themselves
with American and British English pronunciation characteristics.

(3) To improve short-term memory skills.

 The volume of listening materials and the rate at which they are delivered are such
that the information is processed in a flash in the pupils' heads without their knowledge.
As a result, it is critical to foster pupils' short-term memory abilities. A critical
component of the training is reducing the amount of time spent hearing again so that
pupils cannot rely on repeated listening (Grossman and Thompson, 2008).

(4) To integrate rigorous and comprehensive listening techniques. Along with

comprehensive listening that teaches students to absorb fundamental concepts and
information, essential, rigorous listening training can be conducted even if students
understand every word (Emerick, 2019). Teachers can let students practice dictation;
dictation is a type of integrated exercise that involves listening to recitation, and writing.
Students are expected to comprehend not just the listening contents but also to write
accurately and rapidly. The dictation comprises words, phrases, paragraphs, brief
sections, and the major concepts of paragraphs, either word for word or blank for blank
(Grossman and Thompson, 2008).

After-listening activities

After-listening is the third stage of listening comprehension. It consists of three

activities:

Activities include comprehending, assessing, and producing. The goal of

comprehension tasks is to assess students' grasp of the language and their ability to
explain the passages (Emerick, 2019). Students are expected to respond to questions that
assess their comprehension and memory ability. Teachers should provide opportunities
for language communication and organize vibrant communicative activities based on the
student-centered concept in order to enhance the integration of students' language intake,
language absorption, and language output (Grossman and Thompson, 2008). Teachers
can organize the following activities around various listening training topics and learning
objects: recounting, summarizing, creating dialogues, role acting, and group discussions.
 Because retelling and summarizing require students to evaluate, organize, process,
summarize and repeat the hearing contents in their own words, they can help students
develop their capacity for comprehensive comprehension (Emerick, 2019). Making
dialogues and role-playing are communicative activities based on the authentic
communicative scenarios shown in the listening materials. They enable students to apply
new and existing information in specific circumstances and build a linked knowledge
network. Role-playing may elicit positive responses from students' visual, aural, and
emotional senses, as well as enhance their grasp of the language, allowing them to
practice using the language in a relaxed and dynamic environment (Chang, 2006). Group
discussion refers to presenting personal perspectives on a listening topic, and it may help
students develop their speaking skills, logical thinking capacity, ability to adapt to
changing circumstances, and their feeling of collaboration. Teachers should refrain from
participating in or supervising students' expressive activities. Each group has a candidate
provide a speech regarding the discussion's outcomes, and the teacher explains each
group's perspectives (Abobaker, 2017). This teaching technique invigorates the
classroom, allows pupils to express themselves freely, and therefore comprehensively
develops their language abilities.

2.2. Role of Scaffolding toward EFL listening skills

Michell and Shapre (2005) define scaffolding as providing task-enabling

assistance within the ZPD and facilitating co-regulation through language.

2.2.1. Scaffolding as task-enabling support within the zone of proximal

development

Scaffolding as task-enabling assistance materializes on a micro-level of

Vygotsky's concept of learning as a 'culture apprenticeship' in which novices are
supported in growing into their community's intellectual life through co-construction of
knowledge through collaborative action within the ZPD with the assistance of more
knowledgeable mentors. This concept is also consistent with Tharp and Gallimore's
(1990; 1998) conception of ZPD instruction as 'supported performance' of school literate
discourse.

Wei's concept of scaffolding as a pedagogic activity within an apprenticeship

model of education similarly emphasizes the dynamic, task-enabling role of aided
performance and its developmental implications on participants' ZPD. According to Wei
(1999), scaffolding is the 'infrastructure' or assistance that the master provides to the
apprentice, or the teacher arranges for the student to complete the work at hand. In both
situations, scaffolding customized to the learner's level assures success at a task that the
kid is unable to do on his or her own. The quantity of scaffolding that is required and
given reduces as the learner's skill level improves. Thus, the instructor follows a dynamic
ZPD. Eventually, the scaffolding framework gets internalized, allowing the student to do
the task independently. A more extensive scaffold is supplied to a student at a given level
of ability as the complexity of the assignment increases. Scaffolding is combined with
technique shaping, in which task complexity is adjusted in response to a learner's
competence (Wei, 1999).

Another approach to thinking about scaffolding is task-enabling assistance in

teaching-learning settings, as illustrated in Figure 2.1, adapted from Mariani (1997). The
model demonstrates how classroom teaching techniques and routines shape students'
perceptions of their learning environment by introducing varying degrees of difficulty
and assistance. Students see classrooms as zones of anxiety/frustration (when challenges
exceeds support), comfort/cruising (when support exceeds challenges), boredom/apathy
(when both challenges and support are low), and engagement/development when two
terms are in high state.
 Figure 2.1: Teaching-learning zones based on Mariani’s (1997) teaching style framework
(p.4).

This chart supports the understanding of Vygotsky's (1980) ZPD in another way,
in which 'learning leads to development' and 'minds are roused to life,' and is defined as
the distance between one's actual developmental level as determined by independent
problem solving and one's potential developmental level as determined by problem-
solving under adult supervision or in collaboration with more experienced problem
solvers.

The model's strength is its ability to demonstrate how repeated classroom activity,
both at the micro-level inside tasks and the macro-level across tasks, nurtures students'
disparate cognitive/affective engagements, hence their disparate academic growth and
agency. The approach emphasizes the dispositions and trajectory of learning for each of
the teaching-learning zones over which instructors have a significant locus of control and
accountability (Mariani, 1997). Scaffolding is placed at the micro-level of pedagogic
activity in high challenge/high support task settings, validating its role as a task-enabling
pedagogic action in the 'development zone.' In terms of teaching and developing EFL
listening skills, this scaffolding role dictates that for more difficult listening exercises, the
scaffolding provided by instructors or peers must be more rigorous in order to achieve the
anticipated progress.

2.2.2. Scaffolding as language-mediated co-regulation

Vygotsky (1987) stated that language occupies a unique position in forming higher
human consciousness because it is utilized by humans to act on, control, and alter their
physical, social, and semiotic environments as the 'tool of tools' (Leont'ev, 1981).
Language is the 'cultural toolbox for collaborative intellectual work' (Mercer, 2002) that
acclimates pupils to the methods of thinking and speaking of the discourse community to
which they desire to belong. Instructor–student conversation is the primary mediation
technique used in each classroom to facilitate individual and communal comprehension
of curriculum objectives and teacher intentions (Wells 1999). Participating in this type of
discourse enables students to adopt new ways of doing, saying, and thinking. In this
context, instructional scaffolding can be thought of as a specific type of mediating, task-
based dialogue that is "built into tasks" and "provides students with the knowledge and
strategies necessary to complete a new task, all embedded within a natural sequence of
thought and language" (Langer and Applebee, 1986), thereby assisting the learner in
internalizing the new knowledge and skills for eventual use in other contexts (Applebee,
2002).

The concept of scaffolding as a language-mediated, collaborative action is inherent

in talks regarding scaffolding's usage as a pedagogical technique for developing the
language and literacy skills necessary for ESL students to acquire academic registers.
Sharpe (2001), Hammond (2001), and Gibbons (2002) used the phrases contingent and
designed-in scaffolding to refer to the provision of language and literacy assistance at the
micro and macro levels in linguistically diverse classrooms. This distinction is
advantageous because it facilitates the complete application of a language-based
approach to teaching through both systematic curriculum preparation and responsive
instruction, as Hammond outlines (1996). Hammond and Gibbons (2002) recently used
the term "interactional scaffolding" to emphasize that this type of language-mediated
behavior, whether intentional or not, is always realized as contingent, just-in-time task-
relevant support. In an EFL listening lesson, this function of scaffolding ensures that
students get the assistance they require to complete complex tasks.

2.3. Effectiveness of Scaffolding in education

To successfully complete a task or solve a problem in order to gain information

throughout the learning process, learners must first connect past and applicable
knowledge and abilities to the present learning environment and then create new
knowledge. Throughout this process, learners may experience difficulties with self-
regulation, selecting suitable techniques, making sound judgments, and overcoming a
variety of other problems (Reiser & Tabak, 2014). Thus, scaffolded activities should
accompany the execution of the learning.
 In contrast to traditional instructional techniques, scaffolding may be viewed as a
component of "contextualized holistic approaches" that place a premium on real-world
learning activities with the end aim of learners applying what they have learned in real-
world situations (Reiser & Tabak, 2014). Scaffolding is a procedure in which teachers
give initial aids such as clues, prompts, and scripts that assist in regulating the order of
pertinent learning acts. Teachers assess learners' performance throughout the class and
then provide contingent aids to support proper learning based on learners' replies.
Gradually, learners become used to the direction and develop the ability to self-regulate
with less need for instructor assistance (internalization). In this respect, the fading phase
occurs when scaffolding as external direction is no longer required for learners to
regulate themselves. Eventually, learners assume responsibility for their own learning and
are able to progress autonomously.

Historically, scaffolding has been studied extensively, with the majority of studies
focus on how scaffolding aids learning, its potentials and impacts learners' knowledge
acquisition and learning success (Jumaat & Tasir, 2014). Scaffolding is frequently
recommended as a successful teaching approach in a variety of educational contexts,
including online and blended learning (Huang et al., 2012). Numerous empirical studies
have been conducted to determine the efficacy of scaffolding across various factors
affecting learners, including their engagement, perception, interactions, behavior,
performance, results, and satisfaction.

Numerous empirical studies have been conducted on the efficacy of scaffolding

from a variety of viewpoints.

Scaffolding has been demonstrated in research to enhance pupils' metacognitive

thinking. Reingold et al. (2008) discovered that instructors' scaffolding enhanced
students' reflective and metacognitive processes in an online course about democracy and
diversity that was delivered as part of a teacher education program. In this course, 68
students were separated into two groups and assigned to work via an asynchronous online
forum. They were experienced teachers working in Bedouin and Jewish schools in Israel.
They were tasked with holding conversations on touchy subjects such as democracy and
inter-cultural strife in Israel's culture. By responding to each student's online postings, the
teacher scaffolded the pupils. The findings indicated a significant positive association
between instructor comments and students' metacognitive thoughts reflected in three
metacognitive dimension-related posts (personal, task, and strategy). The instructor
provided metacognitive scaffolds such as presentation of the task's rationale, fostering
integration across multiple course readings and course objectives, facilitating reflective
writing, differentiating between conclusion, fact, opinion, and hypothesis, supervising
text comprehension, focusing on the process of learning, and encouraging interactions
among participants. All of these scaffolds were shown to improve students' reflection on
their assignments and involvement with the learning community (Reingold et al., 2008).

Mercer et al. (2004) proved the efficacy of the 'Thinking Together' approach, in
which instructors encourage 'Exploratory discussion' to assist primary school children in
communicating with and reasoning in small groups during science class. Throughout the
program's twelve sessions, teachers scaffolded tasks by asking constructive questions and
modeling problem-solving abilities. The purpose of these lectures was to improve
students' communication abilities, such as critical questioning, exchanging ideas and
facts, and negotiating a conclusion about specific scientific subjects. The results indicated
that experimental students who received instruction on how to utilize this software were
more adept at creating reasoning talks than those in the control condition who did not get
such training (this was determined using transcripts of children's speech). Additionally,
both the first and second groups of children achieved better levels of achievement in
scientific learning than the latter groups, both on the group and individual levels.

Azevedo et al. (2005) investigated the efficacy of scaffolding in three distinct

circumstances, namely adaptive scaffolding (AS), fixed scaffolding (FS), and no
scaffolding (NS), on students in the seventh and tenth grades learning about the
circulatory system in a hypermedia learning environment. To promote students' self-
regulation, the AS was supplied by a human instructor through external regulation. The
FS was integrated into a hypermedia environment that included static interface
components. Pre- and post-test data and verbal protocols were gathered to assess changes
in students' controlled learning in relation to several components of subject mental
models and declarative knowledge. Students who received AS or FS had more
declarative knowledge of the human circulatory system (as evaluated by description tests,
labeling activities, and essay tasks) than students who received NS. Additionally, students
in the AS condition demonstrated a more remarkable change in their mental models than
students in the other circumstances. Additionally, these AS-treated students are reported
to be more adept at self-regulating their learning, including planning and activating prior
knowledge, monitoring their cognitive activities and progress toward learning objectives,
employing several effective strategies, and engaging in adaptive help-seeking (Azevedo
et al., 2005).

In terms of the impacts of scaffolding on students' cognitive capacities,

Demetriadis et al. (2008) performed a case study to test the hypothesis that scaffolding
given through the use of a questioning approach can aid students' learning performance in
poorly organized domains. The learning occurred in a technologically enhanced learning
environment that facilitated case-based education. Computer science students were
divided into two laboratory classes and assigned to different treatment conditions: the
experimental group received scaffolding in the form of elaborative question prompts to
activate context-generating cognitive activities, whereas the control group did not receive
such scaffolding. The experimental group outperformed the control group in terms of
domain knowledge acquisition and knowledge transfer. Thus, scaffolding has a
substantial influence on students' performance, and suitable questioning methods may be
viewed as an effective scaffold that activates their cognitive processes (Demetriadis et al.,
2008).

2.4. Previous Studies

Scaffolding methods have been examined from a wide range of studies. These
papers demonstrate scaffolding methods in education in general; some research focuses
on the beneficial influence on foreign language acquisition. Ebadi (2015), for example,
examined the effect of three distinct scaffolding strategies on the speaking and writing
performance of 70 Iraqi EFL students, including employing visuals, reducing the
language, and requiring completion. He ran an experiment in which he divided the
sample into two equal groups; one got grammar teaching using scaffolding approaches,
while the other received no instruction (the control group was taught following the
conventional techniques). At the research conclusion, the experimental group
considerably outperformed the control group on writing and speaking exams. Birjandi
and Jazebi (2014), meanwhile, examined several scaffolding strategies utilized by EFL
teachers. They discovered that teachers employed 55 techniques to fulfill various tasks
classed as linguistic, cognitive, social, cultural metacognitive, and emotional. Similarly,
Liang (2007) offered a five-step scaffolding teaching approach that included contextual
awareness development, controlled and supervised practice, model analysis, autonomous
writing, collaboration, and text production. She believes that by employing these five
scaffolding strategies, students may make more effective use of their grammatical
knowledge and utilize language to build meanings rather than preserve correctness.

On the other hand, additional research has been conducted to determine the effect
of scaffolding strategies on the four language skills of reading (e.g., Ghaffarsamar &
Dehghan, 2013; Rahimi & Ghanbari, 2011), speaking (e.g., Abdul-Majeed &
Muhammad, 2015; Ezza, 2013), writing (e.g., Veerappan, Suan & Sulaiman 2011;
Zarandi & Rahbar, 2014) and listening (e.g., AlYami, 2008; Safa & Rozati, 2016).

However, in the context of Vietnam, studies on scaffolding methods for EFL

mainly focus on speaking skills (Nguyen, 2013), writing skills (Le and Nguyen, 2010),
reading (Hong and Nguyen, 2019) and on the general educational context (Pham, 2017).

Nguyen (2013) examined in her research how students provide peer scaffolding to
each other in the context of collaborative presentation and the way they profit from these
experiences in EFL classes for Vietnamese. Through reflective reports and interviews,
data was gathered from 12 individuals. Content data analysis indicates six different types
of peers scaffolding behaviors, i.e., pooling ideas and resources, sharing workloads,
technological assistance, help in responding to the audience's queries, peer review, and
effective supports gains from these scaffolding activities. The results show that
collaborative pairing generates circumstances for learning in which peers provide
reciprocal assistance, supporting prior study findings. Also, significant characteristics in
the literature are recognized as peer-scaffolding behaviors. This research generally
extends literature to EFL-speaking skills and scaffolds methods and has a range of
educational and theoretical consequences on the basis of the results.

In their study, Le and Nguyen (2010) used questionnaires to investigate the

effectiveness of scaffolding in a multi-level class for ESL writing skills in a pre-
university English course. There are fifteen participants with English levels that vary
from lower-intermediate to upper-intermediate level. Questionnaire data show that when
these assignments were manufactured by cooperation between the instructor and students
or between students, they considered the writing exercises more pleasant or successful.
This cooperation allowed all students to improve in the course, and they were left out of
the conventional writing classroom, which provided ineffective supports.

They found that scaffolding was thought of as an effective training method for
teaching diverse learner levels. It may not only be utilized for academic writing but also
other language skills. Scaffolding appears to be a solution that enables teachers to
encourage all potential students in the classroom by enabling them to "learn how to use
one another as language resources" (Hess, 2001, p.10), especially when resources are
available limited and learners are in mixed abilities. Consequently, teachers may avoid
the inherent issue of teaching a mixed ability class that higher-level students feel boring
and being pulled back while lower-level students feel frustrated and exhausted to keep
up. However, to be successful, scaffolding must be gradually adapted in the classroom to
meet the requirements of individual students.

Hong and Nguyen (2019) researched the teachers' beliefs and practices of
scaffoldings students' reading comprehension through questioning at the pre-reading
stage. This research is a descriptive study examining how teachers think and act to
scaffold students' reading comprehension by questioning strategy. The research focuses
on students' reading in lower secondary schools in a Mekong delta region in Vietnam. In
their study, Hong and Nguyen (2019) used questionnaires, observations in the classroom,
and semi-structured interviews to collect data sixty-four foreign language teachers
participated. The results discussed in this article provide insight into scaffolding methods
used by giving instructional questions to help students understand the reading. Their
convictions lay the groundwork in actual practice for teachers to choose question types.
Given these findings, there are specific pedagogical implications. Indeed, the interaction
between teachers and students is considered an essential component of questioning. Also,
the results showed a recommendation for middle school teachers and the students to
actively participate in their reading processes. Although questioning strategy is essential
in reading comprehension, teachers need to appropriately scaffold students when in need
to achieve the best practical results.

The study on students' perception of the role and effectiveness of scaffolding in

teaching and learning EFL listening is little to the researcher's knowledge. Thus, it is
necessary to invest more in this aspect of knowledge.

2.5. Conceptual framework

The theoretical framework for this study is based on the premise that the majority
of students, particularly those in senior high school in Vietnam, are unable to
comprehend what their English teachers are saying and are unable to comprehend the
listening materials; they are also unable to complete assigned assignments. Additionally,
I am aware that English is a second language. It is challenging for pupils to adjust fast
and effortlessly. As a result, teachers should scaffold their pupils properly and creatively
throughout the educational process.

In this research, when teachers implement scaffolding, there are two elements,
including its role and effectiveness may affect teachers’ decision on preparing the
lectures for EFL listening class. The scaffolding roles have consisted of scaffolding as
language-mediated co-regulation and scaffolding as task-enabling support within the
zone of proximal development (Michell & Shapre, 2005). Furthermore, the effectiveness
of scaffolding to learners includes learners' knowledge acquisition and learning success
(Jumaat & Tasir, 2014). These issues will interact with each other in the learning process
and create change in student’s language ability. The relationship of EFL student’s
listening skills and scaffolding is illustrated in Figure 2.2.

Figure 2.2: Conceptual framework of the relationships of EFL listening skills and
scaffolding.
 2.6. Summary

This chapter discusses scaffolding in the educational context and its role and
effectiveness towards EFL listening skills. Previous studies and research are reviewed to
a better understanding of research objects.
 CHAPTER 3: RESEARCH METHODOLOGY

3.1. Research design

In order to carefully scrutinize the EFL students' perceptions of scaffolding

activities in learning listening skills, the research followed a mixed research design.
Quantitative data were collected with the analysis of a close-end questionnaire, and
qualitative data were collected with the semi- structured interviews. A questionnaire was
distributed to 120 students which were divided into 3 classes at Long Hai-Phuoc Tinh
High school, and 10 of them participated in a semi- structured interview in which the
interviewer just asks a few prearranged questions and the rest of the questions are not
scheduled beforehand.

3.2. Research site

The site selected for the research was in Long Hai-Phuoc Tinh High school
located in Long Hai town, Long Dien district, Ba Ria - Vung Tau province. Built in 2005,
Long Hai-Phuoc Tinh High school is one of thirty-five high schools in Ba Ria – Vũng
Tau province. Since this high school was located in a remote area burdened with diversed
learning equipmet shortage, its students do not have various chances for having much
access to English.

There were more than 54 instructors and around 300 grade-10 students present at
the time. The school featured three grades: tenth, eleventh, and twelfth, each with five
classrooms. The size of each class varies from 28 to 34 individuals. There are 8 English
teachers in all (6 females and 2 males).
In recent years, the school has been outfitted with several contemporary facilities
for English teaching and learning, such as computers, projectors, televisions, and so on.
However, due to the inadequate raw IT skills of certain teachers, the utilization of these
new resources in instruction was not frequent. Their teaching style remained
conventional. According to statistics, the majority of students did not perform well in
English since their level of English was still poor.
 All listening lessons employed in this thesis are from the grade-ten English
textbook. It was compiled by Vietnam Publishing House according to the pilot English
general education program at the lower secondary level issued by the Ministry of
Education and Training under Decision No. 5209/QD-BGDDT dated November 23,
2012. It was standardized according to the Ministry of Education's curricular framework
to assist learners acquire basic abilities such as listening, speaking, reading, and writing
with standard pronunciation and exercises to help them apply and develop their skills.
Students in Long Hai-Phuoc Tinh High school learn English for the same amount of time
as students in other high schools in Ba Ria – Vung Tau Province. Students are required to
attend five lessons every week, for a total of 225 hours. It is tough for English teaching
and learning to be successful with little time in each period.

During the research procedure, the participants in this study were given the
intervention treatment. When students confronted more challenging task missions, the
therapy in the class consisted of offering step-by-step aid or direction to them in order for
them to be able to complete or address the problems themselves. The teacher gave
students opportunities to build on past knowledge and acquire new knowledge throughout
the pre-listening stage. In the during-listening stage, students were encouraged ask for
their teacher assistance to complete listening tasks. At the final stage, the teacher helped
her students to reviewed expressions, vocabularies, important issues of the lessons.

3.3. Sample and sampling procedures

The subjects of the study included 300 male and female EFL learners divided into
10 classes at Long Hai-Phuoc Tinh High school, who are all studying the Ministry of
Education and Training in Vietnam's new English textbook. To study in these classes,
they are obliged to take 10th grade entrance exam for high school. It is an important
exam in the Vietnamese education system and is for students in grade 9 at the lower
secondary level. The purpose of this exam is to enroll students in public high schools and
specialized high schools. The entrance score is calculated from three main subjects:
Math, Literature, English, in which the score of Math and Literature will be multiplied by
two. Depending on every high school, there will be different standards and entrance
criteria. Usually, the high school exam is held in the summer when seniors complete their
study program and prepare for the transfer exam. The exam will take place over two days
with a duration of 120 minutes for Math and Literature, 60 minutes for English.

The majority of the participants came from rural locations. Only a few of them
were engaged and self-assured in their English study, whereas the majority were not.
Because English was a required subject, they all learned it.

3.4. Research instruments

The research instrument is a tool that the writer uses to gather data. To collect data
for addressing the two research questions, the author used the mixed-method which are
quantitative and qualitative. The data of the experiment took from the close-end
questionnaire and semi-structured interview. The researcher was solely responsible for
explaining the questionnaire, providing instructions, and distributing it to the participants.
The participants were fully aware of the study's goal and were free to undertake the
questionnaire and interview. Before being sent to research participants, the questionnaire
and interview questions were evaluated by an expert in the field of English language
studies to confirm their validity and reliability.

3.4.1 Questionnaire

A questionnaire, according to Crouch and Housden (2000), is a research

instrument that consists of a series of questions that are completed by a sample
population in order to get information. 120 grade-10 students were polled using
questionnaires. Pre-programmed questions were used to elicit information from
respondents' written replies. One of the study instruments used to assess students'
perceptions of the roles of the scaffolding learning activities in learning listening skills
was a questionnaire. The researcher selected questionnaires because they are economical
and provide sample units enough time to reply to questions, allowing individuals to
completely express themselves. Because participants marked their answers in a box,
closed questions reduced the amount of dedication and research required by the
respondents while also eliminating interviewer bias. The questionnaire was prepared with
43 questions divided into three sections A, B and C: basic information about the
attendees, students' perceptions of the roles of the scaffolding learning activities, students'
perceptions of the effectiveness of the scaffolding learning activities. Part A requires
students to provide demographic data such as their names, genders, and English learning
experiences. In part B and part C, students were required to conduct a questionnaire
which was composed of 38 items on a five-point Likert scale. Part B, which attempted to
conduct a poll on students' perceptions of the roles of the scaffolding learning activities in
learning listening skills, received a '5' for Strongly Agree (SA), a '4' for Agree (A), a '3'
for Neutral (N), a '2' for Disagree (D), and a '1' for Strongly Disagree (SD). Part C, meant
to assess EFL students' perceptions of the effectiveness of the scaffolding learning
activities in learning listening skills, got replies of a '5' for Strongly Agree (SA), a '4' for
Agree (A), a '3' for Neutral (N), a '2' for Disagree (D). Furthermore, in order to obtain the
best valid results, the questionnaire was written into Vietnamese to make it easier for
students to respond and to minimize misunderstandings. To ensure its validity and
reliability, SPSS was used to examine the respondents' scores. This questionnaire's
Cronbach Alpha was 0.721. It suggested that the questionnaire's reliability was high.
Questionnaires were delivered directly for greater follow-up and further conversation
between the researcher and respondents on issues that needed clarity. In this study, a
substantial sample of respondents was contacted, and respondents' confidentiality was
ensured, resulting in more valid and accurate information from respondents. Participants
were more inclined to answer personal questions freely, which was advantageous in this
research investigation. The participants were notified of the study's objective, the
significance of their contributions, and the security of the participants to be ensured.

3.5.2 Semi-structured interview

 Wilkinson and Birmingham (2003) provided three interview models for
consideration. The first model is the unstructured interview, which is a very adaptable
technique. The researcher establishes areas of interest in unstructured interviews, but the
interviewee guides the discussion of subjects. However, planning might be difficult for
the researcher, and the debate can occasionally deviate from the important topic matter.
The semi-structured interview is the second interview format in which the interviewer
guides the interview more carefully. More questions are set, and there is enough leeway
to allow the interviewee to direct the flow of information. The arrangement and sequence
of the questions in the semi-structured interview are guided by ongoing responses of the
interviewees to the issues asked. As a result, the researcher is better equipped to interpret
the data. The third type of interview is the structured interview, in which the interviewer
determines the order of the questions. All of the questions and their sequence are
predetermined by the researcher. The semi-structured interview, in contrast to the other
two forms, may give a more manageable framework for analysis. As a consequence, the
semi-structured interview was chosen in order to prepare questions on each approach in
advance in order to address the interview's target characteristics. The questionnaire items
were also interpreted into Vietnamese, and students responded in Vietnamese as well.

3.5. Data collection procedures

During the academic school year 2021-2022, data was collected from the
beginning of August until the beginning of October which was the beginning of the first
semester. The questionnaires and tests were pre-tested before being administered to the
sample in order to address major problems concerning research instruments such as
validity, reliability, and objectivity. Prior to the study, a questionnaire and semi-
structured interview had been administered to 3 students with identical characteristics to
those in the main study. This was done to highlight any ambiguous or poorly stated
questions, as well as to determine whether the instructions to the participants were clear.
This was done one weeks before the actual research study to provide the researcher
enough time to create any required changes so that the research would be respectable.
Following that, the researcher would think of making any essential alterations or
modifications to the questionnaire and semi-structured interview questions. As for data
collection, 120 copies of questionnaire were administered to students in grades 10 at
Long Hai-Phuoc Tinh High school. The goal of the study, as well as the directions for
filling out the questionnaire, were conveyed to all of the students. Students had two days
to finish the questionnaire. The researcher planned a single day for distributing
questionnaires and a single day for collecting data, reducing multiple appointments that
would otherwise contribute to a significant time cost of data collection. Besides, the
semi-structured interview was delivered to10 students in order to collect qualitative
value. The interview's goal was disclosed in advance. Each student took between five
and seven minutes to respond to the interview questions in Vietnamese. The responses of
the students were recorded for analysis. The data gathered during the semi-structured
interview was evaluated using qualitative content analysis. They would answer questions
about their perceptions of the effectiveness of the scaffolding learning activities in
learning listening skills. To safeguard the confidentiality of data from students, all
completed questionnaires were submitted without names,

3.6. Data analysis procedures

The data was analyzed by SPSS version 21.0 software package in terms of (mean
and standard deviation) to find out the value. As mentioned above, there are two types of
data: quantitative and qualitative. The mean (M) and standard deviation (Std.) were then
computed for descriptive statistics. The estimated interval coefficient for four intervals in
five points was used to rank the mean score of the total items.The meaning of the mean
scores for EFL students' perceptions of the roles and effectiveness of the scaffolding
learning activities in learning listening skills were interpreted as follows:

 1-1.80: strongly disagree

 1.81-2.60: disagree
 2.61-3.40: neutral
 3.41- 4.20: agree
  4.21 – 5.00: strongly agree
Semi-structured interview questions were used to gather and interpret qualitative
data. Data was captured and translated into English solely for the purpose of study. After
that, the interview response was evaluated via content analysis approach including viz.
familiarizing and organizing, coding and recoding, and summarizing and interpreting.
Each interviewee was assigned a code ranging from S1 to S7. Their main expressions
connected to the variables studied were written down on a sheet.

3.7. Reliability and Validity

The criteria by which research instruments are judged include validity, reliability,
and objectivity. According to Fraenkel and Wallen (1996), the validity of an instrument
must always be assessed in the context of the researcher's assumptions about certain
regions or themes. In other words, the researcher needs instruments to confirm findings
regarding the traits (perceptions and attitudes) of the persons under investigation.

The questionnaires were pre-tested before being administered to the sample in

order to address major problems concerning research tools such as validity, reliability. To
validate the data, the researcher employed closed-ended questionnaires, which limited the
chance of respondents providing misleading information. As a result, the data was valid
andreliable. This was done to highlight any ambiguous or poorly stated questions, as well
as to determine whether the instructions to the responders were clear.

Summary

The chapter provided an overview of the study design and the rationale for
selecting the design, as well as the samples of the study employed, as well as how
research instruments were produced. This chapter also covered research instruments,
consisting of questionnaire and semi-structured interview, as well as their validity and
reliability. Questionnaires and semi-structured interview were utilized to collect reliable
information. The following chapter concentrated on the analysis and presentation of
collected results, as well as the discussion of such discoveries.
 QUESTIONNAIRE FOR STUDENTS
PART A: PERSONAL INFORMATION
1. Gender:  Male  Female
2. Age:  16  > 16
3. How many hours a week have you spent on listening practice:
 Less than 1 hour  Less than 2 hours  More than 2 hours
4. Have you ever taken any English courses at English centers?
 Yes  No
5. If yes, how long have you learned English at the English centers?
 Less than 1 year  Less than 2 years  More than 2 years
PART B: STUDENTS' PERCEPTIONS OF THE ROLES OF THE
SCAFFOLDING LEARNING ACTIVITIES IN LEARNING LISTENING SKILLS
Please rate how much you think these statements are true about you by crossing (X)
(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree
1 2 3 4 5
Scaffolding as task-enabling support within the zone of proximal development

1.1 I My teacher provides directions clearly which helps me learn

listening skill effectively.
1.2 My teacher explains what I must do to meet expectations which
helps me learn listening skill effectively.
1.3 My teacher offers assistance to me when I encounter
complicated listening tasks.
1.4 My teacher monitors my listening activities in order to offer
help when I am in need.
1.5 My teacher shows no frustration when I ask for assistance or
 am unable to go through the listening tasks because of the
difficulty (no pressure on me).
1.6 My teacher tries to make listening topics more interesting to
students using visual aids.
1.7 My teacher repeats the whole or part of a listening task for me
if needed
1.8 My teacher provides the listening tasks which are appropriate
for my levels.
1.9 My teacher uses leading questions to guide me to do the
listening tasks.
1.10 My teacher asks me to read the listening questions
independently
1.11 My teacher invites me to contribute clues
1.12 My teacher waits for me to answer the listening questions
1.13 My teacher simplifies the listening tasks
1.14 My teacher tries to make listening tasks more achievable for
me
1.15 My teacher provided clues to help me find the correct
answers for the listening tasks.
1.16 My teacher identifies the wrong answers for the listening
tasks.
1.17 My teacher corrects my answers tasks for the listening
tasks.
1.18 My teacher reviews the listening lessons.
1.19 My teacher focused on important content after each
listening lesson.
 Scaffolding as language-mediated co-regulation

1.20 My teacher provides a comfortable atmosphere so that I can

listen to the recording carefully
1.21 My teacher discusses with me about previous or similar
subjects before starting a new lesson.
1.22 My teacher invites my participation in performing the
listening tasks and sharing my responses with my classmate
1.23 My teacher shares my listening-task responses with my
classmates
1.24 My teacher askes me to talk about the problems relating to
the listening topics
1.25 My teacher recommends or provides useful sources to me
such as studying via the listening practice program on the
internet or newspapers.
1.26 The guidance from my teacher facilitates me in terms of
solving listening problems by myself
1.27 My teacher discusses with me to find out the correct
answers
1.28 My teacher offers further explanation or instruction about
the listening tasks/ listening topics
1.29 My teacher collects feedback after each lesson
PART C: EFL STUDENTS' PERCEPTIONS OF THE EFFECTIVENESS OF THE
SCAFFOLDING LEARNING ACTIVITIES IN LEARNING LISTENING SKILLS
Please rate how much you think these statements are true about you by crossing (X)
(1) Never (2) Seldom (3) Sometimes (4) Usually (5) Always
1 2 3 4 5

Learner’s knowledge acquisition

2.1 Scaffolding learning activities help me understand the listening

recording less challengingly.
2.2 Scaffolding learning activities help me improve listening
comprehension
2.3 Scaffolding learning activities help me improve my listening
skill for specific information.
Learner’s learning success

2.4 Scaffolding learning activities help me interact with my peers.

2.5 Scaffolding learning activities will be faded gradually when I
become more independent.
2.6 Scaffolding learning activities help reduce my anxiety when
listening to the listening recordings.
2.7 Scaffolding learning activities can improve my listening skill.
2.8 Scaffolding learning activities motivate me to get more
engaged in listening.
2.9 Scaffolding learning activities help me interact with the teacher

THANK YOU VERY MUCH.

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